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Práticas de preparação e condução de uma investigação estatística numa turma do 3.º ano de escolaridade
| Name: | Description: | Size: | Format: | |
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| 4.15 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório documenta um estudo realizado durante a frequência da
Unidade Curricular Estágio em 1.º e 2.º Ciclos do Ensino Básico (CEB), que tem como
foco principal a reflexão sobre as minhas práticas, enquanto professora estagiária e
investigadora, nos momentos de preparação e condução de uma investigação
estatística com uma turma do 3.º ano de escolaridade e a identificação de desafios
decorrentes dessas práticas.
O principal objetivo do estudo consiste em compreender o modo como os
professores preparam e conduzem aulas de cariz exploratório que envolvem o
desenvolvimento de uma investigação estatística com alunos do 1.º CEB. Decorrentes
deste objetivo surgem duas questões de investigação: Como se caraterizam as práticas
de preparação e condução de uma investigação estatística numa turma do 3.º ano de
escolaridade?; Que desafios se colocam ao professor na preparação e condução de
uma investigação estatística numa turma do 3.º ano de escolaridade?. Para dar resposta
às questões de investigação suprarreferidas desenvolveu-se o presente estudo cujas
opções metodológicas se enquadram numa abordagem de natureza qualitativa. Os
dados foram recolhidos com recurso à recolha documental, observação e conversas
informais. Posteriormente, os dados recolhidos, de natureza descritiva, foram
analisados de acordo com uma análise de conteúdo.
O quadro teórico de referência deste estudo incide sobre: (i) a importância de
práticas de ensino exploratório, (ii) o ensino da Estatística e (iii) a evolução da
aprendizagem da Estatística nas Orientações Curriculares.
A proposta pedagógica inclui a realização de uma investigação estatística com os
alunos da turma do 3.º ano, que passou por todas as fases de uma investigação desta
natureza e que decorreu ao longo de dezanove sessões.
A partir da análise dos dados, as minhas práticas de preparação de uma
investigação estatística caracterizaram-se por antecipar e identificar as diferentes
estratégias a utilizar nas diferentes fases da investigação, aprofundar o meu
conhecimento sobre os conteúdos a seres trabalhados e identificar possíveis
dificuldades sentidas pelos alunos. Por sua vez, as minhas práticas de condução
caraterizam-se por dar voz aos alunos, ouvir primeiro as suas ideias e pelo
questionamento constante.
Para além disso, a análise dos dados permitiu identificar um conjunto de desafios
sentidos por mim ao longo da preparação e condução das sessões, destacando-se os
seguintes: lidar com o imprevisto, lidar com dificuldades evidenciadas pelos alunos, colocar questões catalisadoras do raciocínio, incentivar a igualdade de participação
entre os elementos de cada grupo, gerir o tempo e aprofundar o meu conhecimento
sobre os conteúdos a serem trabalhados.
This report documents a study carried out during the 1st and 2nd Cycles of Basic Education (CEB) Curriculum Unit, whose main focus is to reflect on my practices and actions, as an intern and researcher, when preparing and conducting a statistical investigation with a 3rd grade class and identifying the challenges arising from this study. From this perspective, the main objective of the study is to understand, characterise and analyse how teachers prepare and conduct exploratory lessons involving the development of a statistical investigation with 1st to 4th grade students. As a result of this objective, two research questions emerged: How are the practices of preparing and conducting a statistical investigation in a 3rd grade class characterised?; What challenges do teachers face in preparing and conducting a statistical investigation in a 3rd grade class? In order to answer the above-mentioned research questions, this study was carried out using a qualitative approach. The data was collected using documents, observation and informal conversations. Subsequently, the data collected, which was descriptive in nature, was analysed according to a categorical analysis. The Theoretical Framework of this study focuses on: (i) the importance of implementing exploratory teaching practices, (ii) the teaching of Statistics and (iii) the identification and evolution of Statistics learning in the Curriculum Guidelines. The Pedagogical Proposal included the realisation of this study, which went through all the phases of a statistical investigation taking place at over nineteen sessions. Based on the analysis of the data, my practices in preparing a statistical investigation were characterized by anticipating and identifying the different strategies to be used in the different phases of the investigation, deepening my knowledge of the content to be worked on and identifying possible difficulties experienced by the students. In turn, my teaching practices are characterized by giving students a voice, listening to their ideas first and constantly questioning them. In addition, the analysis of the data allowed me to identify a number of challenges I faced when preparing and conducting the sessions, including the following: dealing with the unexpected, dealing with difficulties the students had, asking questions that catalyse reasoning, encouraging equal participation among the members of each group, managing time and deepening my knowledge of the content to be worked on.
This report documents a study carried out during the 1st and 2nd Cycles of Basic Education (CEB) Curriculum Unit, whose main focus is to reflect on my practices and actions, as an intern and researcher, when preparing and conducting a statistical investigation with a 3rd grade class and identifying the challenges arising from this study. From this perspective, the main objective of the study is to understand, characterise and analyse how teachers prepare and conduct exploratory lessons involving the development of a statistical investigation with 1st to 4th grade students. As a result of this objective, two research questions emerged: How are the practices of preparing and conducting a statistical investigation in a 3rd grade class characterised?; What challenges do teachers face in preparing and conducting a statistical investigation in a 3rd grade class? In order to answer the above-mentioned research questions, this study was carried out using a qualitative approach. The data was collected using documents, observation and informal conversations. Subsequently, the data collected, which was descriptive in nature, was analysed according to a categorical analysis. The Theoretical Framework of this study focuses on: (i) the importance of implementing exploratory teaching practices, (ii) the teaching of Statistics and (iii) the identification and evolution of Statistics learning in the Curriculum Guidelines. The Pedagogical Proposal included the realisation of this study, which went through all the phases of a statistical investigation taking place at over nineteen sessions. Based on the analysis of the data, my practices in preparing a statistical investigation were characterized by anticipating and identifying the different strategies to be used in the different phases of the investigation, deepening my knowledge of the content to be worked on and identifying possible difficulties experienced by the students. In turn, my teaching practices are characterized by giving students a voice, listening to their ideas first and constantly questioning them. In addition, the analysis of the data allowed me to identify a number of challenges I faced when preparing and conducting the sessions, including the following: dealing with the unexpected, dealing with difficulties the students had, asking questions that catalyse reasoning, encouraging equal participation among the members of each group, managing time and deepening my knowledge of the content to be worked on.
Description
Keywords
Investigação estatística Práticas do professor de preparação e condução de aulas Desafios do professor Statistical research Teacher practices in preparing and conducting lessons Teacher challenges